Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
What shapes are students talking about in class? Have them share their thoughts.
Do students see shapes they mentioned in classroom around them?
Point something out they haven’t mentioned. How would students use shapes to create what you point at (say, shelves, the CPU).
Open drawing program; open template with shapes. Demonstrate how to find the template. In KidPix, this includes changing the file type to one that includes the template. Take this opportunity to discuss what is meant by ‘jpg’ and ‘bmp’.
Discuss different shapes. Ask students to identify them. What are their attributes? Demonstrate on SmartScreen how to add color (with fill bucket) and name (with text tool) to each shape. Students know these skills. Remind them. You will help if needed.
Have students add color. Add names also.
Export with assistance and print as independently as possible, even if not finished.
As you teach, incorporate lesson vocabulary.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
Remind students to transfer this knowledge to the classroom or home.
Show students how to use Alt+F4 to close a program. Some will get it, others not. That’s fine. Tuck chairs under desk, headphones over tower; leave station as it was.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Discuss the meaning of Thanksgiving. Bring out that it is a time to say ‘thank you’ for gifts students have.
THANKFUL.jpg
Today, students create a card showing in words and pictures what they are thankful for. It uses skills they are familiar with so they will be expected to export and print without a practice class.
Open drawing software (like KidPix or TuxPaint).
Select a color from palette that represents ‘Thanksgiving’; select a festive font, size 48.
Add greeting, “I am thankful for…” Do not complete the sentence with words—use images instead. Use caps lock or punctuation—whatever works best for your student group (inset has caps lock); put ellipse at end. What’s an ‘ellipse’?
Add 5 stamps of what student is thankful for.
Add student name.
Share card with neighbor. Do they understand what classmate is thankful for? Did the images communicate his/her ideas effectively? Make changes if required.
Use greeting card projects to reinforce tech skills learned in prior lessons. Guide students to remember solutions on their own. They have used all of these skills before.
As you teach, incorporate lesson vocabulary.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
Done? Export so drawing can be used in Open House slideshow; print.
Those who finish: Practice keyboarding on software or an online program like Brown Bear.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
We will use KidPix. Today: students use each of the three buckets on three separate drawings.
Select a color-me page from ‘background’ tool. We’ll color this three ways:
One color, many textures
Rainbow fill
Realistic fills
Use paint bucket #1 to fill color; use only one color and different textures (see first inset). This is an intriguing representation of ideas.
Now try a different background with paint bucket #2 (see second inset)—wild!
paint_bucket2.jpg
Now try a color-me background and paint bucket #3. Make it realistic (see house inset). Scroll through the tools to find a fill that fits your drawing.
Use text tool to add student name—font 36.
Print favorite and export to file folder. Why export rather than save? This will be part of student End-of-year slideshow. More on that later.
Those who finish, practice keyboarding on installed software (like Type to Learn Jr.) or online program (like Brown Bear—see more options in Appendix). Pay attention to hand position, legs and keyboard in front of body, elbows at sides.
As you teach, incorporate lesson vocabulary into teaching.
Continually throughout class, check for understanding. Expect students to make decisions.
Remind students to transfer this knowledge to the classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
digital neighborhood copy.jpg
Here's how I explain the 'digital neighborhood'--the internet--to K-2
Practice keyboarding with installed software or online site (Have pdf? Find websites in Appendix. Print book? Go tohttp://askatechteacher.com, Great Websites, 1st grade).
Practice with good habits—body centered in front of computer, both hands on keyboard, elbows at sides.
Before visiting internet website, discuss what the internet and the internet neighborhood is. Read poster as a class on next pages and discuss.
Watch and discuss these videos as a class on safe internet use:
Model for students how to get to internet, class start page, and links being used today. Point out ads to be avoided. Point out bling—don’t get distracted.
What’s the correct way to use a link:
Stay on the website it takes you to
If you get off of it, use back arrow or start page tab to return
Find internet icon on desktop—double-click. What’s a ‘browser’? A ‘search engine’? How do they help students find websites?
Go to class internet start page and links teacher has provided for today’s lesson. Two good ones are Starfall, Bbc.co.uk/cbeebies.
Explore; use back button to go back where you were that you liked.
As you teach, incorporate lesson vocabulary.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home. Tuck chairs under desk, headphones over tower; leave station as you found it.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Practice keyboarding on installed software or online program. Remind students about good typing habits.
Before beginning Google Earth, circle back on Lesson 4 discussion about symbols. How do symbols help understanding of a concept? How can they help students make decisions as they are learning? Today, students will use Google Earth to visit American symbols (or your country symbols). Once students discover Google Earth, you won’t be able to keep them off of it.
Open program with assistance—blue-and-white globe on desktop. How can exploring the world with Google Earth share information students can’t find in books? What can they discover by zooming in on a site, dropping into the countryside or towns, entering a building, seeing where it is in relation to other geographic locations?How can this be useful in research and problem-solving?
Project a list of American symbol locations on SmartScreen.Show students how to ‘fly to’: Type in symbol name (with correct spelling); push enter (or spy glass). Google Earth flies there. Use mouse wheel (between mouse buttons) to pan in/out; click-drag left mouse button to move around screen without panning; click-drag mouse wheel to change horizon perspective.
Make sure ‘3D Buildings’ under ‘layers’ is checked. Demonstrate by visiting White House. What can students tell about the White House that they didn’t know before? Now drop Street View guy into building and tour White House. What details are revealed in this way?Next, visit Statue of Liberty, Pentagon, Washington Monument, Golden Gate Bridge, or others on list.
Walk around room and help with skills students can’t remember.
Close program without assistance.
As you teach, incorporate lesson vocabulary.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Remind students to transfer this knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Discuss letter writing. What is it? How is ‘letter writing’ different from other writing? How have they written letters in the past? What are the steps teacher has students follow to write a letter (greeting, body, close)?
When I only have one week for a 1st grade project, I start with the project, follow up with a second activity (like keyboarding) for those who have time.
Open KidPix or other drawing program with minimal adult assistance
ABC tool; use font size 72, caps lock. Show students how to select a Halloween color
Write a short letter to parents (see example in text on pg. 24). Follow class rules for letter writing:Add 5 stamps (remember this skill from last year?) for Halloween. Why 5? Students like putting dozens if not limited!
greeting
body
closing
Extra: Add student name with dog alphabet (remember last week?)
Export--explain why they export. This provides an opportunity to chat about the end-of-year project that will be a slideshow of all student drawings
Done? Go to a website on the class internet start page (students should get there on their own) that ties into class discussion, i.e.,
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
As you teach this lesson, be sure students understand the difference between 'software', 'online tools'. This is domain-specific language.
Open installed keyboarding software (why is it software?) or online site (why is this an online tool? Aren't they both on the computer?). Have students practice as independently as possible. Remind students of correct posture, correct hand position on home row, elbows at sides, legs in front. Guide this behavior as they work.
Review parts of the computer—CPU and power button; monitor and power button, mouse—right/ left button, wheel in center; review correct hand position on mouse—fingers on buttons, thumb on side, palm on bottom; keyboard; headphones—volume control for headphones. Review these often until they make sense.
Discuss computer operation. Programs are required to enable student to accomplish a task. That can be installed software or an online widget.
Discuss software. How is it different from internet-based tools? What software have they used at home (this may surprise you)?
Open a software program on the Smartsreen (i.e., Thinkin’ Things or other installed 1st grade software). Where are the tools and toolbars on a software program? Compare this new software to the familiar KidPix (or other drawing program). Encourage students to transfer knowledge of KidPix (or other familiar software) to this new program. Give them time to experiment.
Open an online program and follow the same learning curve.
Make several programs—installed and online—available for students to experiment with. Ask them to find:
Tools
start_button.png
Toolbars
Save
Close
Print
Take a moment to show students how to locate software (rarely does this list include online tools on the computer. See inset.
As you teach, incorporate lesson vocabulary. Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Remind students to transfer knowledge to classroom computers (if available) or home.
Tuck chairs under desk, headphones over tower; leave station as they found it.
And, each lesson includes domain-specific language and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab.
Symbols is a great lesson. Relate this to what they're studying in class, what they see around them--whatever works. Circle back on this often.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab.
FLAG.jpg
Symbols is a great lesson. Relate this to what they're studying in class, what they see around them--whatever works. Circle back on this often.
Review hardware problems. Students should feel comfortable with basic hardware problem solving.
Review care and feeding of computer:
No food or drink around computer
No banging on keyboard
No touching other students’ mouse, keyboard, screen. Help them with words.
Open drawing program (KidPix, Paint, Pixie, TuxPaint or Kerpoof—Google names for website addresses) with teacher assistance as needed. Students get better at this each week so refrain from jumping in to help when they seem stuck. If you have parent helpers, let them know this strategy.
Discuss what ‘symbols’ are—icons, tools, signs, etc. Discuss the idea of a picture being worth a thousand words. Discuss math symbols they’ve used in class.
Students will draw a symbol that represents their country. Discuss national ‘symbols’. Tie into classroom inquiry. Brainstorm for a list students can use. If necessary, students can practice one week, redo and print the next.
Draw a picture of a national symbol using the paint or pencil tool. Use five colors. Add student name. Use text tool to add ‘God Bless America’ (or similar). Pick font size 72; caps lock.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Print with teacher assistance as needed; save to network file folders with student last name and project name.
Why is it important to put student name in file name? Demonstrate a search for student name. See how their files show up even if not saved right (i.e., under My Documents instead of network)—as long as student saved it to network. Putting a last name in file name makes it harder to lose their work.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab.
Review hardware problems discussed last week. Ask students for help with solutions. You want them to independently solve these problems within a few weeks. You don't want them moving seats because their computer 'doesn't work':
Volume doesn’t work—are headphones plugged in? Is volume on? Is student using correct headphones?
Monitor doesn’t work—is power on?
Computer doesn’t work—is power on? Is monitor on?
Mouse doesn’t work—is there a light showing it’s plugged in? Is student holding it correctly?
Keyboard doesn’t work—push Num Lock. If that light works, keyboard works
Practice with installed keyboarding software or online site (see text appendix for suggestions). Let students open program independently. See what they remember from kindergarten. They’ll figure it out and be excited they did. Anecdotally observe their skills using the “Keyboarding Technique Checklist” at end of lesson.
Remind students of correct keyboarding habits (see poster—“Assume the Position”—at end of lesson). Any time they sit at the computer--whether it's the tech lab, the classroom, or home, they should follow these good habits:
legs in front
elbows at sides
hands on keyboard, on their own side
keyboard in front of body
mouse to right/left of keyboard
Dole out hints on next pages (from “Great Keyboarding Hints for K-2) as students are ready for them throughout the year. Be sure to share all of them by year’s end.
Double-click icon to open; if too difficult, push enter.
Done keyboarding? Open drawing program (KidPix, Pixie, Paint, Kerpoof, TuxPaint or similar) with nominal adult assistance. If using a web-based program like Kerpoof, remind students what they know about using the internet safely.
Don’t use headphones—they’re distracting.
Have students notice tools and toolbars. Do they remember from last year? Some are ‘nested’ and others appear at bottom. We will get to most of these before the year ends.
Explore paint tool and color palette; try brushes. Remember these from last year.
As you teach, incorporate lesson vocabulary.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Remind students to transfer this knowledge to the classroom or home.
Close program with file-close. Tuck chairs under desk; leave station as they found it.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Review keyboard—most common keys (see text). Hold up a keyboard to show students. Have them find each key on their own keyboard. If you have parent helpers, have them assist students in finding keys they are unfamiliar with. Start with three:
enter—for log-on and if double-click doesn’t work
backspace—to fix a mistake in typing
spacebar—to put a space between words, after commas and periods
Review mouse basics (see poster from text):
left mouse button—use when I say ‘click’
right mouse button—use when I say ‘right click’ (won’t happen until 2nd grade)
how to hold mouse (palm at bottom, thumb on side, fingers on buttons exposing mouse wheel)
how to double click
how to hover
mouse wheel—use to scroll down a page, like a webpage
Use the domain-specific terms for the mouse parts. Expect students to understand and use them.
Practice mouse skills with drawing program (KidPix, Pixie, Paint, Kerpoof, TuxPaint—Google for website—or program you use). this is a good formative exercise to see what they remember of these drawing programs from last year. If you used the SL curriculum, they used the drawing program a lot in kindergarten. Demo tools, toolbars.
Have students log in. Why is there a user name and password? Briefly discuss protecting data stored on a computer.
Have students explore pencil tool as a method of practicing mouse skills.
As you teach, incorporate lesson vocabulary listed at the start of the lesson. Use these words and expect students to use/understand them. They are foundational to technology.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson. They know a lot from last year. Remind them and then expect them to use it. What do they do when the monitor doesn't work? They know that answer. What if a double-click doesn't work--they know this.
Expect students to make decisions that follow class rules.
Remind students to transfer this knowledge to the classroom or home.
Close program. Tuck chairs under desk, headphones over tower; leave station as you found it. I leave monitors on so I can be sure students closed down their programs.
More:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Tour classroom so students become comfortable in the place they’ll visit every week. Here are pictures of mine. I discuss everything students will see on the walls. Any questions about any of these pictures--leave a note in the Discussion Button.
Gather students on the rug and collect class rules including: No excuses, Don’t blame people or computer for problems. Save early, save often, No food or drink around computer, Respect the work of others and yourself. Make sure list includes Common Core discussion guidelines such as 1) listening to others, 2) taking turns while speaking, 3) waiting to be called on before speaking.
Assign students to their seats (however you do that) and let them be excited about this wonderful computer system. After a few minutes, review parts of computer—touch and feel CPU, mouse, keyboard, monitor, power buttons, headphones. Follow cords to connections to CPU.
Review mouse skills—two mouse buttons, left and right (more detail in Lesson 2):
how to hold mouse (palm at bottom, thumb on side, fingers on buttons exposing mouse wheel)
how to click and double click
how to hover
Demonstrate how students access websites from class internet start page. See article at end of Lesson discussing Internet Start Pages (here's mine--I use it every day). This is where to keep a running list of websites students visit each week.
Before students visit websites, review internet use. This is familiar from last year:
stay on assigned website—avoid ads
use back button to go where you were
use class start page tab to return to list
Have students visit mouse websites on class start page. Need mouse websites? See Appendix.
As you teach, incorporate lesson vocabulary found at the top of the lesson. Make this natural. Expect students to understand this domain-specific vocabulary.
Continually throughout class, check for understanding.
Expect students to solve problems and make decisions.
Remind students to transfer knowledge to classroom or home.
Have you answered the Essential Question? Have you covered the Big Idea?
Tuck chairs under desk, headphones over tower; leave station as you found it.
Trouble-shooting: Check the Problem Solving listed at the top of the lesson. These are the most commonly faced by students with this lesson. Be sure you know the answers and expect students to learn them. Each week, the student problem solving toolkit grows through these.
Extension:
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Week of June 3-7, 2013
Week of May 27-31, 2013
Week of May 20-24, 2013
Week of May 13-17, 2013
Week of May 6-10, 2013
Pages or Tux Paint - Mother’s Day Card
Week of April 29-May 3, 2013
BBC Dance Mat Typing and Power Typing Games
Students will practice the basics of keyboarding including home row position, posture and practice. Week of April 22-26, 2013
BBC Dance Mat Typing and Power Typing Games
Students will practice the basics of keyboarding including home row position, posture and practice.
Week of April 15-19, 2013
BBC Dance Mat Typing and Power Typing Games
Students will practice the basics of keyboarding including home row position, posture and practice.
Week of April 8-12, 2013
Reading on the Internet
Lesson 14-15 from __workbook__
This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from BBC Dance Mat Typing to Power Typing.
When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
I use these websites for options in library as well.
Week of April 1-5, 2013
Easter Break
Week of March 25-29, 2013
Reading on the Internet
Lesson 14-15 from __workbook__
This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from BBC Dance Mat Typing to Power Typing.
When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
I use these websites for options in library as well.
Week of March 18-22, 2013
Classroom Architect
Students will create a floor plan of their classroom. We will discuss length and width as well as various shapes. Students will use the drag and drop feature.
Students will complete a project to aid understanding of blueprints, room layout, and three-dimensional thinking. They’ll experiment with spatially laying out a three-dimensional structure on a two-dimensional paper. When completed, they’ll discuss with neighbors, practicing good listening skills learned in class.
Start with a discussion of design. This includes size, shape, texture, proportion, scale, mass and color. We will apply these to rooms, buildings, neighborhoods. Encourage students to think and analyze critically as they work and engage in their own learning.
Before opening websites, review how to be a good digital citizen. Demonstrate on SmartScreen where today’s digital neighborhood is in websites being used. Ask for input on where ‘problem areas’ might be (ads, distractions, off-topic websites)
Visit __Classroom Architect__ and design classroom with drag-and-drop pieces. Demo first, taking suggestions from class on layout. Students must think about where tables and storage are relative to other items. This is an active learning lesson that encourages visual thinking. Draw a sample based on class input and show how to make corrections if necessary.
Students develop their own floorplan.
When finished, have students participate in collaborative conversations with a partner about design they created, steps required, and how this relates to class conversations on ‘structures’ and ‘architecture’. Follow agreed-upon rules for discussions:
listen to each other with care
speak one at a time
build on each others’ conversations
ask clarifying questions
If necessary, model these for students.
Print; save to network with assistance
Week of March 11-15, 2013
Students will complete their Cut and Paste exercise and then will continue with keyboarding skills: BBC Dance Mat Typing
Cut and Paste - Students will practice using the cut and paste function in Pages by working on a Weather Words
Week of March 4-8, 2013
Cut and Paste - Students will practice using the cut and paste function in Pages by working on a Weather Words
Week of March 22-29, 2013
Reading on the Internet Week of December 17th-January 1st Lesson 14-15 from workbook
Warm up with keyboarding. This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from Type to Learn Jr. to Type to Learn. Use whatever installed software is available at your school for the older gades or the online site. Students are likely tired of keyboard basics and need the motivation of a more sophisticated program
When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
I use these websites for DEAR programs--on an iPad, of course.
Show students the joy of reading stories online.
Theme the websites to the genre of reading being done in the classroom. Here are some of my favorites:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Week of February 4-8, 2013
Pages - Continued. Student will learn to use the inspector icon and the media icon to insert pictures from a shared file. Students will choose a penguin picture - insert it into a pages document and then write one sentence or fact about the picture.
Students will save and print. Week of February 4-8, 2013 Pages - Continued. Student will learn to use the inspector icon and the media icon to insert pictures from a shared file. Students will choose a penguin picture - insert it into a pages document and then write one sentence about the picture.
Students will save and print. Week of January 28-February 1, 2013
TuxPaint(or other drawing program)—valentine card –pg. 42 of workbook. Remind students of the importance of tools and toolbars.
•a. Draw a heart (or other holiday symbol)
•b. Fill in heart and background
•c. Create border
•d. Write message with abc tool
•e. Save and print
Week of January 21-25, 2013
Emphasis on Keyboarding skills
Students will continue with BBC Dance Mat Typing.
Week of January 14-18, 2013
This grade will create the letters of the alphabet using Pages. They will learn how to change font size, style and color using the menu bar. Students will learn to insert a picture of an animal or clipart of an item that corresponds to the letter of the alphabet.
This exercise will be practiced for several letters
Week of January 7-11, 2013
This grade will create the letters of the alphabet using Pages. They will learn how to change font size, style and color using the menu bar. Students will begin with their first name and create their own style!
Went to a wonderful story creating website called My Storybook to collaborate with your unit on How We Express Ourselves. It’s put out by the Carnegie Library and walks kids through the rudiments of writing a story.
story.jpg
story.jpg
We printed and collated stories as time permitted.
Students who finished--well, no one finished with extra time.
Week of November 19-23, 2012
Type toBig Brown Bear Typing (Five minute warmup)
Double-click to open TuxPaint
Continue with this lesson using TuxPaint to reinforce classroom study of shapes. Students create Thanksgiving turkey with ovals, decorate and print.
Open TuxPaint. Draw Thanksgiving turkey with five feathers as done last week.
Advanced: use unfilled circle shape and fill with paint bucket fills;
Option: For students who struggle with the fine motor requirements of this project, let them draw the turkey with a paint brush 5 colors and 5 brushes
Use stamp tool to add turkey’s face, ribbon, boots, Show students how resize the shapes using the ‘blue arrow’ on tool bar,
Use text tool (ABC tool), caps lock, font size 48, to add greeting; don’t forget the space between words!
Export with assistance; print with assistance.
Week of November 12-16, 2012
No School - Veteran's Day Weekend
Week of November 5-9, 2012
Common Sense Media: Digital Citizenship
Digital Life
Students are introduced to their roles as digital citizens in an online community where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment.
Students will:
Understand that when they are online, they are communicating with real people
Consider their responsibilities to their offline and online communities
Learn that when they are online, they are responsible for themselves and for others
Understand that good digital citizens are responsible for themselves and respectful in the online world and beyond
Unit: Digital Life
Sending Email
Students will:
Understand that the Internet provides a means of communicating with real people
Describe how email messages are sent and received
Demonstrate an appreciation of how real people send messages to one another on the Internet through role-play activity
Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Compare and contrast online friends with real-life friends, face to face pals.
Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
Learn how to respond if an online friend asks them personal questions.
Unit 1: Safety
Going Places Safely
Students will:
Discover that computers can be used to visit far-away places and learn new things
Understand that staying safe online is similar to staying safe int eh real world.
Learn rules for traveling safely on the internet
Week of October 15-19, 2012
Book Fair week - students will practice keyboarding skills with a substitute teacher.
Week of October 1-5, 2012
Lesson #4 from workbook - Continued - Tux Paint Brushes and Typing Programs
Lesson #5 from workbook - Review parts of the Computer
1. Review care of computer
no food or drink
no banging on computer
don't touch neighbor computer parts
2. Review parts of the computer
Monitor and power button
Mouse - right and left button, wheel in center; review correct hand position on mouse; fingers on buttons, thumb on side, palm on bottom
Keyboard; headphones - volume control for headphones.
3. Go to BBC Dance Mat Typing (20 minutes)
Explain Posture, correct hand position, legs in front, elbows at side.
Add the rubber band barrier to reinforce left side from right side of the keyboard.
4. TuxPaint (or Kerpoof)
Have students open program with assistance.
Try tools you remember from last year
Prepare this lesson by meeting with classroom teacher to see what they're discussing that students can draw a picture of.
Draw a picture
Add your name
Practice first week; save and print second
Week of September 24-28, 2012
Clifford's Birthday Webcast - Clifford Games.
Lesson #4 from workbook - Continued - Tux Paint Brushes and Typing Programs
Lesson #5 from workbook - Review parts of the Computer
Week of September 17-21, 2012
Lesson #4 from workbook - Tux Paint Brushes and Typing Programs
1. Go to BBC Dance Mat Typing (20 minutes)
Explain Posture, correct hand position, legs in front, elbows at side.
2. Introduce Tux Paint (20 minutes)
Click Penguin icon on dock at bottom of desktop - Explore Paint Tool and Color Pallette
Week of September 10-14, 2012
Lesson #2 from workbook - Introduction to Tux Paint
Review Rules
Parts of a Computer (CPU, Mouse, Keyboard, Monitor, Printer)
Discuss how comics relay a story differently from other methods of story-telling. What do students think of a focus on drawings rather than words? Do you think they appeal more to younger audiences? How about making a serious theme more light-hearted? What do students like about comics?
We’ll use ReadWriteThink (See the text for an example using Lego Comics). Review program with students. Demonstrate basics, but leave much to student discovery. This project is about experiential learning, investigating tools, taking current technology knowledge and applying it to a new medium.
Students can work in pairs to write narratives that recount two or more appropriately sequenced events. Include details regarding what happened, use temporal words to signal event order, and provide a sense of closure.
Select three panels. Follow classroom writing conventions including good grammar and spelling. Have students read it together and out loud before publishing.
When done, save as a pdf and print.
As you teach, incorporate lesson vocabulary. Check this line if you did that!
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Create one book cover each week, to support a class-generated book on fairy tales (or whatever inquiry your class is following)
1.KidPix—fantasy background and hand-drawn cover
a.add text
b.save and print
bookcover.jpg
bookcover.jpg
ONCE.jpg
ONCE.jpg
2.practice slideshow for Open House
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Practice keyboarding with installed software or online program. Use correct posture, hand position. Observe student habits and guide them.
Done? Students will read a story on internet and explore the details together
First: Circle back on discussions about internet safety from last week. What do students remember about
internet use
Staying safe in the digital neighborhood
Open internet to class home page (click for sample of mine) Have 3-4 online stories there that collaborate with class discussion. Divide class into groups and assign each one story (inset uses fairy tales). Give them 5-10 minutes to read story to themselves. Ask them to pay attention to characters’ adventures and experiences.
When done, have each group discuss with each other while you open three graphic organizers on SmartScreen. The inset example is from Word (see end of lesson for more graphic organizer options).
Explain purpose of the graphic organizer—how it organizes like elements and points out those that are different. What do students think of this?
Now, one group at a time, shares thoughts with class on their story. As they share, add details to the graphic organizer on SmartScreen.
When all groups are done, discuss as a class what is alike and different about elements. Were characters similar? Experiences? Or how they reacted to experiences? How did ‘setting’ contribute to experiences?
If time, have students read more stories, thinking about the conversations just shared.
As you teach, incorporate lesson vocabulary. Check this line if you did that today!
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Create an Easter card in a drawing program using tools learned through the year.
Easter.jpg
What’s the purpose of greeting cards in technology
Reinforce learned skills
Repetition is the key to learning
Students will work hard to remember required skills so they can create artwork for parents
Practice the first week, print and export the next.
This can be a formative, to determine what students remember of these skills
Finished? Math websites or whatever ties in with class inquiry.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Students will complete a project to aid understanding of blueprints, room layout, and three-dimensional thinking. They’ll experiment with spatially laying out a three-dimensional structure on a two-dimensional paper. When completed, they’ll discuss with neighbors, practicing good listening skills learned in class.
Start with a discussion of design. This includes size, shape, texture, proportion, scale, mass and color. We will apply these to rooms, buildings, neighborhoods. Encourage students to think and analyze critically as they work and engage in their own learning.
Before opening websites, review how to be a good digital citizen. Demonstrate on SmartScreen where today’s digital neighborhood is in websites being used. Ask for input on where ‘problem areas’ might be (ads, distractions, off-topic websites)
Visit Classroom Architect and design classroom with drag-and-drop pieces (see sample pg. 51 or below). Demo first, taking suggestions from class on layout. Students must think about where tables and storage are relative to other items. This is an active learning lesson that encourages visual thinking. Draw a sample based on class input and show how to make corrections if necessary.
clas.gif
Students develop their own floorplan.
When finished, have students participate in collaborative conversations with a partner about design they created, steps required, and how this relates to class conversations on ‘structures’ and ‘architecture’. Follow agreed-upon rules for discussions:
listen to each other with care
speak one at a time
build on each others’ conversations
ask clarifying questions
If necessary, model these for students.
Print; save to network with assistance
Based on conversations, students design a virtual town in Mr. Rogers Neighborhood. Think about their home town. Are there stop signs? What types of buildings? See example on pg. 51.
If there’s time, discuss drawing with neighbor on other side following same discussion rules as first time.
Print and save to network file with assistance
As you teach, incorporate lesson vocabulary.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
Remind students to transfer knowledge to the classroom or home.
Close to desktop—find exit or use Alt+F4. Tuck chairs under desk, headphones over tower; leave station as you found it
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Open House Project
Week of Feb. 25-March 4th Lesson 23-24 from workbook
Scroll down for lesson 22. Because it is making a St. Pat's Day card, I've added these two lessons. Feel free to flip them in your instruction.
Finish the last slide for Open House about what students do during the day. Have them write a sentece using correct grammar conventions. For example, "This is what I do during the day." When you write it on the Smartscreen, what conventions do students notice:
Cap at beginning of sentence
Punctuation at end
Cap for pronoun
What else ties in with class conversations about writing?
Have students write a sentence a draw a picture using skills already learned (see example on pg. 48 and 49 of text). This can be a formative assessment for both writing and tech skills.
Alternative: Draw their town. Use the paint buckets, 5 stickers. Next, we'll turn your pictures into a slideshow to play for parents.
Use a full sentence, i.e., This is my town., font size 48, good grammar and spelling
Practice one week; export the next
town.jpg
Those who finish, go to Starfall Greek Myths or Winged Sandals for stories and games, or other websites that tie into class units of inquiry
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
St. Pat's Day Card--we're early on this one so I've added Lesson 23-24 above. Feel free to flip those two with this so you're closer to St. Pat's Day
Finish up the drawing started last week. Use it as a formative assessment to see how well students are remembering tech skills from one week to the next. Export (for Open House slideshow) and print
Those who finish can create independently a St. Patrick's Day card. Use tools already learned and see how much they remember.
I use all greeting card lessons as an opportunity for assessment. They are student-directed, with no right/wrong answer. I want to know students are transferring knowledge from a lesson to their everyday life. I want to see them scaffolding comprehension of tech skills required for other classes.
stpats.jpg
Finished? Go to Brown Bear Typing and practice key placement or installed software. Remind students of proper posture.
Finished? Go to Greek-Roman websites or a similar topic being discussed in class. Post the links on the class internet start page.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Remind students we are preparing for Open House. What's that mean? Shh!! This drawing is a surprise for parents.
Draw house in a drawing program (I use KidPix) that has architectural tools to collaborate with classroom discussion on structures and buildings. Discuss 'structures' with students before beginning. What have they talked about in the classroom?
Done? Practice keyboarding on installed software or an online site like Brown Bear Typing
house.jpg
. Want another sample? See pg. 47 in text.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
1.KidPix—This is my Family--second drawing in the 4-drawing series for the Open House slideshow. Export when done
fam.jpg
2. Remind students these are skills they know how to use so should be done as independently as possible. No printing--these drawings are a surprise for parents for Open House
3. Those who finish: Practice keyboarding on installed software or online program 3. Or, visit websites that tie in with class conversations.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Open House Drawing #1
Week of January 7th-14th Lesson 16-17 from workbook
Students will create a slideshow of drawings for Open House that show parents the range and depth of skills learned in technology this year. It starts today, with the introduction to the slideshow: a picture of the student
Use whatever drawing program you typically use at your school. Here, I'll use KidPix
Demonstrate, showing students on the class Smartscreen as you draw a picture of yourself using five colors, add a title and a supporting sentence, and export (see example on pg. 40)
Students will follow all grammar rules (what is grammar?)
Allow students to complete this project as independently as possible. They've used the tools before. Remind them rather than teach.
Expect grammar mistakes. This is as much because keyboarding is foreign to students as any other reason. When students catch an error, remind them of the difference between backspace and delete when editing.
First week: Don't save. It is practice only.
Second week: Export rather than save. Do students know why? (Because it saves it in a way other programs--like the slideshow program--can read)
Those who finish can practice keyboarding on installed software or online typing website
Those who do 10 minutes of keyboarding can go to webistes that tie into class discussion on the class internet start page. Or websites like these:
Every time students go onto the internet, remind them of the proper way to visit the internet neighborhood.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Reading on the Internet
Week of December 17th-January 1st Lesson 14-15 from workbook
Warm up with keyboarding. This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from Type to Learn Jr. to Type to Learn. Use whatever installed software is available at your school for the older gades or the online site. Students are likely tired of keyboard basics and need the motivation of a more sophisticated program
When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
I use these websites for DEAR programs--on an iPad, of course.
Show students the joy of reading stories online.
Theme the websites to the genre of reading being done in the classroom. Here are some of my favorites:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
KidPix Holiday Card
Week of December 3rd-10th Lesson 12-13 from workbook
Have students use shapes to create holiday pictures
circles for snowmen
circles for wreaths
triangles for trees
squares for snowmen and gifts
Also, students can create a gift for parents
Add graphic—your picture
Add paint bucket fill behind
Add 5 stamps
Add text and your name
Extra: add frame
Save and print
See samples on pg. 34 in text
girl_in_frame.jpg
Done? Go to some of the holiday websites listed under Lesson 11
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items in textbook so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster.
Today, we make a holiday card. This uses skills students are familiar with so we'll export/print on this, the first time
Discuss 'Thanksgiving' with students, tying into classroom discussion.
Use Kidpix, TuxPaint, or any art program you have on your computer (Kerpoof, Paint) (see samples on pg. 31 of text)
This project uses
text tool
stamps
dog alphabet
Add a greeting 'I am thankful for...' in CAPS LOCK
Student explores the programs stamps to find images of what they are thankful for
Add student name with dog alphabet (or some other special way appropriate to the program you're using
Export for Open House slideshow (what is that?) and print
Done? Practice keyboarding on installed software or online program
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items in textbook so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster.
Go to the 'paint bucket fill' tool. We'll work with that today.
Model how this works
bring up a coloring book page in KidPix or be prepared with a free copy you found on the internet students can bring into their art program
show students how to select a fill bucket from the three, select the fill from the toolbar, pour it in and it stays between the lines
Model one paint bucket at a time. Model, have students practice. Then model the next one.
#1: use one color and different textures (see sample on pg. 30)
#2: crazy stuff--rainbows!
#3: encourage students to be as realistic as possible with this one
Have students pick the fill the most like, pick a color-me background, complete their drawing
Add their name; export and print
Ask students why we are exporting. Remind them of the end-of-year slideshow where they will share all of their work with their parents at Open House
Done early? Either circle back on letter websites to support classroom discussion or have students practice keyboard skills with installed software or Brown Bear
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Make sure you have links for two websites that tie into class discussion (the text uses Starfall for reading and BBC's Cbeebies)
Ask students how they get to the internet. Most should remember by now.
Go there, to the class internet start page.
Use this opportunity to look around the class internet start page. Is this a good safe neighborhood? Are there ads? Is there distracting bling? What should students do about that?
Help students identify the address bar and the search bar (sometimes these are the same). When they get older, they can type addresses directly into these spots
Remind students where links being used during class are typically located--or have a student come up and show the class on the Smartscreen
Click the link to Starfall. Does this look like a good neighborhood? Discuss.
Show students how to identify links (with hand), back button--or have students point these out.
Now show students how they go back to the class internet start page with the tabs at the top of the screen. Select another link that is prepared for today.
Let students explore with nominal adult assistance. If they get 'distracted', remind them how to go back to a safe neighborhood.
Those who finish can practice keyboard skills in installed software or an online program of your choice
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Google Earth--Find each of these American symbols (be sure 3d buildings are selected). Demo how to find a symbol.
Start with the White House. This one has 3D buildings, and has 'Look Inside' with the Street View guy. Bring up the White house and show students how to drop the Street View guy into the building and then tour the White house.
Next do these three or others students have visited during their class time:
Statue of Liberty
Pentagon
Washington monument
Those who finish can have free time on Google Earth
GE_symbols.gif
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
When I only have one week for a 1st grade project, I start with the project, follow up with a second activity (like keyboarding) for those who have time.
Open KidPix or other drawing program with minimal adult assistance
ABC tool; use font size 72, caps lock. Show students how to select a Halloween color
Write a short letter to parents (see example in text on pg. 24). Follow class rules for letter writing:
greeting
body
closing
Add 5 stamps (remember this skill from last year?) for Halloween. Why 5? Students like putting dozens if not limited!
Extra: Add student name with dog alphabet (remember last week?)
Export--explain why they export. This provides an opportunity to chat about the end-of-year project that will be a slideshow of all student drawings
Done? Go to a website on the class internet start page (students should get there on their own) that ties into class discussion, i.e.,
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Practice keyboarding using whichever keyboarding program you have at your school. Make a point of pointing out whether it's 'software' or 'online'.
Watch for good habits--feet in front, elbows at sides
Have students keep keyboard in front with mouse at side
Review parts of the computer as a circle back on earlier lessons
Discuss the difference between 'software' and 'online programs'
What's that mean?
What software do students have at home?
Which sites to they visit online? (i.e., Lego.com, etc)
What's the difference?
Visit a software program you have on the lab computers (the text uses 'Thinkin' Things').
Where are the tools and toolbars discussed last week?
What are its symbols?
Finish class by students using this software
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Symbols
Week of Sept. 24th-October 1st Lesson 3-4 from workbook
Review care of computer
no food or drink
no banging on computer
don't touch neighbor computer parts
KidPix (or the free TuxPaint or Kerpoof)
Have students open program with assistance.
If you're using KidPix, skip the headphones. They are distracting from the task.
Try tools you remember from last year
Prepare this lesson by meeting with classroom teacher to see what they're discussing that students can draw a picture of. We're doing symbols
Draw a picture of an American symbol (or your country's symbols)
Add ‘God Bless America’ (or similar) and your name
Practice first week; save and print second
FLAG.jpg
FLAG.jpg
GOD_BLESS_AMERICA2.jpg
GOD_BLESS_AMERICA2.jpg
Extra: revisit mouse websites (see below)
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
take student pictures with a digital camera and place in their file folders or a class file folder. Or, use those from your class directory (if available. Discuss 'digital'.
show students how to log-in
I don't have students do Ctrl+Alt+Del until the end of the year, but I do want them to learn to enter their UN and PW
discuss why we have UN and PWs
take this opportunity to discuss 'backspace' as a method of correcting errors
practice/review KidPix paint and pencils to prepare for next week's project
review screen
let students explore
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
show students how to click an icon to access a site
show students how to maneuver through a website (basics)
visit mouse websites with remaining time
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
Have students make up any pictures they are missing for Open House slideshow
Have students practice showing their pictures in a slideshow format for parents
Start button, Computers
Drill down to their file folder
Double click one of their pictures
Select the slideshow button at the bottom
Show students how to use the Color Me background in KidPix to create pictures.
Pick a background
Use 5 paint bucket fills and 5 textures
Use only one color and create interest with the textures
Finish the last slide for Open House about your town. Use the paint buckets, 5 stickers. Next, we'll turn your pictures into a slideshow to play for parents.
Use a full sentence, i.e., This is my town., font size 48, good grammar and spelling
Students reviewed KidPix skills by creating a Mother's Day card using the skills they've learned throughout the year. Student were challenged to use only the skills they could remember, without teacher assistance.
Finish the last slide for Open House about your town. Use the paint buckets, 5 stickers. Next, we'll turn your pictures into a slideshow to play for parents.
Use a full sentence, i.e., This is my town., font size 48, good grammar and spelling
town.jpg
Those who finish go to Brown Bear Typing; continue until you get a score of 20.
Draw your house in KidPix using the architectural tools. Add a sentence about your family. This supports the classroom inquiry into Architecture and Design
WCS First Grade
Shapes
Week of Nov. 11thLesson 11 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
More:
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Thanksgiving Greetings
Week of Nov. 2ndLesson 10 in Workbook
More:
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Fills
Week of Oct. 28thLesson 9 in Workbook
More:
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Intro to the Internet
Week of Oct. 21stLesson 8 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
More:
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Intro to Google Earth
Week of Oct. 14thLesson 7 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
- Practice keyboarding on installed software or online program. Remind students about good typing habits.
- Before beginning Google Earth, circle back on Lesson 4 discussion about symbols. How do symbols help understanding of a concept? How can they help students make decisions as they are learning? Today, students will use Google Earth to visit American symbols (or your country symbols). Once students discover Google Earth, you won’t be able to keep them off of it.
- Open program with assistance—blue-and-white globe on desktop. How can exploring the world with Google Earth share information students can’t find in books? What can they discover by zooming in on a site, dropping into the countryside or towns, entering a building, seeing where it is in relation to other geographic locations?How can this be useful in research and problem-solving?
- Project a list of American symbol locations on SmartScreen.Show students how to ‘fly to’: Type in symbol name (with correct spelling); push enter (or spy glass). Google Earth flies there. Use mouse wheel (between mouse buttons) to pan in/out; click-drag left mouse button to move around screen without panning; click-drag mouse wheel to change horizon perspective.
- Make sure ‘3D Buildings’ under ‘layers’ is checked. Demonstrate by visiting White House. What can students tell about the White House that they didn’t know before? Now drop Street View guy into building and tour White House. What details are revealed in this way?Next, visit Statue of Liberty, Pentagon, Washington Monument, Golden Gate Bridge, or others on list.
- Walk around room and help with skills students can’t remember.
- Close program without assistance.
- As you teach, incorporate lesson vocabulary.
- Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
- Remind students to transfer this knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
More:If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Holiday Greetings
Week of Oct. 7thLesson 6 in Workbook
More:
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Software
Week of Sept. 30thLesson 5 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab.
Symbols is a great lesson. Relate this to what they're studying in class, what they see around them--whatever works. Circle back on this often.
More:
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Symbols
Week of Sept. 23rdLesson 4 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab.
Symbols is a great lesson. Relate this to what they're studying in class, what they see around them--whatever works. Circle back on this often.
- Review hardware problems. Students should feel comfortable with basic hardware problem solving.
- Review care and feeding of computer:
- No food or drink around computer
- No banging on keyboard
- No touching other students’ mouse, keyboard, screen. Help them with words.
- Open drawing program (KidPix, Paint, Pixie, TuxPaint or Kerpoof—Google names for website addresses) with teacher assistance as needed. Students get better at this each week so refrain from jumping in to help when they seem stuck. If you have parent helpers, let them know this strategy.
- Discuss what ‘symbols’ are—icons, tools, signs, etc. Discuss the idea of a picture being worth a thousand words. Discuss math symbols they’ve used in class.
- Students will draw a symbol that represents their country. Discuss national ‘symbols’. Tie into classroom inquiry. Brainstorm for a list students can use. If necessary, students can practice one week, redo and print the next.
- Draw a picture of a national symbol using the paint or pencil tool. Use five colors. Add student name. Use text tool to add ‘God Bless America’ (or similar). Pick font size 72; caps lock.
- Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
- Print with teacher assistance as needed; save to network file folders with student last name and project name.
- Why is it important to put student name in file name? Demonstrate a search for student name. See how their files show up even if not saved right (i.e., under My Documents instead of network)—as long as student saved it to network. Putting a last name in file name makes it harder to lose their work.
- Remind students to transfer knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
More:If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Tools and Toolbars
Week of Sept. 16thLesson 3 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language and tech problems that students can be expected to solve that relate to this lesson. Any question on either of these--leave them in the Discussion tab.
More:
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Mouse Skills
Week of Sept. 9thLesson 2 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
- Review keyboard—most common keys (see text). Hold up a keyboard to show students. Have them find each key on their own keyboard. If you have parent helpers, have them assist students in finding keys they are unfamiliar with. Start with three:
- enter—for log-on and if double-click doesn’t work
- backspace—to fix a mistake in typing
- spacebar—to put a space between words, after commas and periods
- Review mouse basics (see poster from text):
- left mouse button—use when I say ‘click’
- right mouse button—use when I say ‘right click’ (won’t happen until 2nd grade)
- how to hold mouse (palm at bottom, thumb on side, fingers on buttons exposing mouse wheel)
- how to double click
- how to hover
- mouse wheel—use to scroll down a page, like a webpage
- Use the domain-specific terms for the mouse parts. Expect students to understand and use them.
- Practice mouse skills with drawing program (KidPix, Pixie, Paint, Kerpoof, TuxPaint—Google for website—or program you use). this is a good formative exercise to see what they remember of these drawing programs from last year. If you used the SL curriculum, they used the drawing program a lot in kindergarten. Demo tools, toolbars.
- Have students log in. Why is there a user name and password? Briefly discuss protecting data stored on a computer.
- Have students explore pencil tool as a method of practicing mouse skills.
- As you teach, incorporate lesson vocabulary listed at the start of the lesson. Use these words and expect students to use/understand them. They are foundational to technology.
- Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson. They know a lot from last year. Remind them and then expect them to use it. What do they do when the monitor doesn't work? They know that answer. What if a double-click doesn't work--they know this.
- Expect students to make decisions that follow class rules.
- Remind students to transfer this knowledge to the classroom or home.
- Close program. Tuck chairs under desk, headphones over tower; leave station as you found it. I leave monitors on so I can be sure students closed down their programs.
More:If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Welcome Back!
Week of Sept. 3rdLesson 1 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Trouble-shooting:
Check the Problem Solving listed at the top of the lesson. These are the most commonly faced by students with this lesson. Be sure you know the answers and expect students to learn them. Each week, the student problem solving toolkit grows through these.
Extension:
More Information:
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Week of June 3-7, 2013
Week of May 27-31, 2013
Week of May 20-24, 2013
Week of May 13-17, 2013
Week of May 6-10, 2013
Pages or Tux Paint - Mother’s Day CardWeek of April 29-May 3, 2013
BBC Dance Mat Typing and Power Typing GamesStudents will practice the basics of keyboarding including home row position, posture and practice.
Week of April 22-26, 2013
BBC Dance Mat Typing and Power Typing Games
Students will practice the basics of keyboarding including home row position, posture and practice.
Week of April 15-19, 2013
BBC Dance Mat Typing and Power Typing GamesStudents will practice the basics of keyboarding including home row position, posture and practice.
Week of April 8-12, 2013
Reading on the InternetLesson 14-15 from __workbook__
Week of April 1-5, 2013
Easter Break
Week of March 25-29, 2013
Reading on the Internet
Lesson 14-15 from __workbook__
Week of March 18-22, 2013
Classroom ArchitectStudents will create a floor plan of their classroom. We will discuss length and width as well as various shapes. Students will use the drag and drop feature.
Week of March 11-15, 2013
Students will complete their Cut and Paste exercise and then will continue with keyboarding skills: BBC Dance Mat Typing
Cut and Paste - Students will practice using the cut and paste function in Pages by working on a Weather Words
Week of March 4-8, 2013
Cut and Paste - Students will practice using the cut and paste function in Pages by working on a Weather WordsWeek of March 22-29, 2013
Reading on the InternetWeek of December 17th-January 1st
Lesson 14-15 from workbook
- Warm up with keyboarding. This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from Type to Learn Jr. to Type to Learn. Use whatever installed software is available at your school for the older gades or the online site. Students are likely tired of keyboard basics and need the motivation of a more sophisticated program
- When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
- I use these websites for DEAR programs--on an iPad, of course.
- Show students the joy of reading stories online.
- Theme the websites to the genre of reading being done in the classroom. Here are some of my favorites:
- Fables--Aesop, nicely done
- Fables--Aesop, beautiful
- Stories--signed
- Fables and Fairy Tales
- Aesop Fairy Tales
- Fairy tales
- Story Maker
- Stories--animated
- Story Maker (Carnegie)
- Storytime for me
- Stories
- Stories--Mighty stories
- Starfall
- Magic Keys--stories for different ages
- Ivy Joy Fables
- MeeGenius
- Interactive storybook collection
- ZooBurst--create pop up stories (log-in)
Finish class with reading.As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Week of February 4-8, 2013
Pages - Continued. Student will learn to use the inspector icon and the media icon to insert pictures from a shared file. Students will choose a penguin picture - insert it into a pages document and then write one sentence or fact about the picture.
Students will save and print.Week of February 4-8, 2013
Pages - Continued. Student will learn to use the inspector icon and the media icon to insert pictures from a shared file. Students will choose a penguin picture - insert it into a pages document and then write one sentence about the picture.
Students will save and print.
Week of January 28-February 1, 2013
TuxPaint(or other drawing program)—valentine card –pg. 42 of workbook. Remind students of the importance of tools and toolbars.
•a. Draw a heart (or other holiday symbol)•b. Fill in heart and background
•c. Create border
•d. Write message with abc tool
•e. Save and print
Week of January 21-25, 2013
Emphasis on Keyboarding skills
Students will continue with BBC Dance Mat Typing.Week of January 14-18, 2013
This grade will create the letters of the alphabet using Pages. They will learn how to change font size, style and color using the menu bar. Students will learn to insert a picture of an animal or clipart of an item that corresponds to the letter of the alphabet.This exercise will be practiced for several letters
Week of January 7-11, 2013
This grade will create the letters of the alphabet using Pages. They will learn how to change font size, style and color using the menu bar. Students will begin with their first name and create their own style!Week of November 26-30, 2012
My Story Book
Week of November 29thor Lesson 8 in workbook
Went to a wonderful story creating website called My Storybook to collaborate with your unit on How We Express Ourselves. It’s put out by the Carnegie Library and walks kids through the rudiments of writing a story.
Week of November 19-23, 2012
Week of November 12-16, 2012
No School - Veteran's Day WeekendWeek of November 5-9, 2012
Common Sense Media: Digital CitizenshipDigital Life
Students are introduced to their roles as digital citizens in an online community where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment.
Students will:
Unit: Digital Life
Sending Email
Students will:Week of October 29-November 2, 2012
Fill Tool
Lesson 7 in WorkbookWeek of October 22-26, 2012
Common Sense Media: Digital CitizenshipSafety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Unit 1: Safety
Going Places Safely
Students will:Week of October 15-19, 2012
Book Fair week - students will practice keyboarding skills with a substitute teacher.Week of October 1-5, 2012
Lesson #4 from workbook - Continued - Tux Paint Brushes and Typing Programs
Lesson #5 from workbook - Review parts of the Computer
1. Review care of computer
2. Review parts of the computer
- Monitor and power button
- Mouse - right and left button, wheel in center; review correct hand position on mouse; fingers on buttons, thumb on side, palm on bottom
- Keyboard; headphones - volume control for headphones.
3. Go to BBC Dance Mat Typing (20 minutes)- Explain Posture, correct hand position, legs in front, elbows at side.
- Add the rubber band barrier to reinforce left side from right side of the keyboard.
4. TuxPaint (or Kerpoof)
Week of September 24-28, 2012Clifford's Birthday Webcast - Clifford Games.
Lesson #4 from workbook - Continued - Tux Paint Brushes and Typing Programs
Lesson #5 from workbook - Review parts of the Computer
Week of September 17-21, 2012
Lesson #4 from workbook - Tux Paint Brushes and Typing Programs
1. Go to BBC Dance Mat Typing (20 minutes)
- Explain Posture, correct hand position, legs in front, elbows at side.
2. Introduce Tux Paint (20 minutes)Week of September 10-14, 2012
Lesson #2 from workbook - Introduction to Tux Paint
Review parts of mouse
Week of September 3-7, 2012
No Class - Labor Day
How I Became a Hero
Week of April 22nd-29thLesson 29 in workbook
** //Arthur//
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Book cover
Week of April 8th-15thLesson 28 in workbook
Create one book cover each week, to support a class-generated book on fairy tales (or whatever inquiry your class is following)
1. KidPix—fantasy background and hand-drawn cover
2. practice slideshow for Open House
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Internet Fairy Tales
Week of April 1stLesson 27 in workbook
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Easter Greeting
Week of March 18th-25thLesson 26 in workbook
- Practice TTL Jr
- Create an Easter card in a drawing program using tools learned through the year.
Easter.jpg
- What’s the purpose of greeting cards in technology
- Reinforce learned skills
- Repetition is the key to learning
- Students will work hard to remember required skills so they can create artwork for parents
- Practice the first week, print and export the next.
- This can be a formative, to determine what students remember of these skills
Finished? Math websites or whatever ties in with class inquiry.Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Floor Plan
Week of March 11thLesson 25 from workbook
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Open House Project
Week of Feb. 25-March 4thLesson 23-24 from workbook
Scroll down for lesson 22. Because it is making a St. Pat's Day card, I've added these two lessons. Feel free to flip them in your instruction.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
St. Pat's Day Card in KidPix
Week of February 18thLesson 22 from workbook
St. Pat's Day Card--we're early on this one so I've added Lesson 23-24 above. Feel free to flip those two with this so you're closer to St. Pat's Day
Finished? Go to Brown Bear Typing and practice key placement or installed software. Remind students of proper posture.
Finished? Go to Greek-Roman websites or a similar topic being discussed in class. Post the links on the class internet start page.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Open House Drawing #3
Week of Feb. 11thLesson 21 from workbook
Want another sample? See pg. 47 in text.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Tools/Toolbars
Week of Feb. 4thLesson 18 from workbook
1. KidPix (or other drawing program)—valentine card –pg. 42 of workbook. Remind students of the importance of tools and toolbars.
2. Those who finish can practice keyboarding on installed software or online program
3. Go to our class start page and play
Before visiting the internet, remind students how to travel there safely and stay within their digital neighborhood
4. Done? Hangman--if you haven't tried this website yet with 1st graders, do it! They love it!
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Open House project
Week of Jan. 21st-28thLesson 19-20 in workbook
1. KidPix—This is my Family--second drawing in the 4-drawing series for the Open House slideshow. Export when done
2. Remind students these are skills they know how to use so should be done as independently as possible. No printing--these drawings are a surprise for parents for Open House
3. Those who finish: Practice keyboarding on installed software or online program
3. Or, visit websites that tie in with class conversations.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Open House Drawing #1
Week of January 7th-14thLesson 16-17 from workbook
- Students will create a slideshow of drawings for Open House that show parents the range and depth of skills learned in technology this year. It starts today, with the introduction to the slideshow: a picture of the student
- Use whatever drawing program you typically use at your school. Here, I'll use KidPix
- Demonstrate, showing students on the class Smartscreen as you draw a picture of yourself using five colors, add a title and a supporting sentence, and export (see example on pg. 40)
- Students will follow all grammar rules (what is grammar?)
- Allow students to complete this project as independently as possible. They've used the tools before. Remind them rather than teach.
- Expect grammar mistakes. This is as much because keyboarding is foreign to students as any other reason. When students catch an error, remind them of the difference between backspace and delete when editing.
- First week: Don't save. It is practice only.
- Second week: Export rather than save. Do students know why? (Because it saves it in a way other programs--like the slideshow program--can read)
- Those who finish can practice keyboarding on installed software or online typing website
- Those who do 10 minutes of keyboarding can go to webistes that tie into class discussion on the class internet start page. Or websites like these:
- ** Zoopz
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.- Hangman
- Drag and Drop games
Every time students go onto the internet, remind them of the proper way to visit the internet neighborhood.Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Reading on the Internet
Week of December 17th-January 1stLesson 14-15 from workbook
- Warm up with keyboarding. This week, start students on a new keyboard program, one more suited to their growing knowledge. I go from Type to Learn Jr. to Type to Learn. Use whatever installed software is available at your school for the older gades or the online site. Students are likely tired of keyboard basics and need the motivation of a more sophisticated program
- When students are comfortable with the new site (say, 15-20 minutes), move on to online reading websites
- I use these websites for DEAR programs--on an iPad, of course.
- Show students the joy of reading stories online.
- Theme the websites to the genre of reading being done in the classroom. Here are some of my favorites:
- Fables--Aesop, nicely done
- Fables--Aesop, beautiful
- Stories--signed
- Fables and Fairy Tales
- Aesop Fairy Tales
- Fairy tales
- Story Maker
- Stories--animated
- Story Maker (Carnegie)
- Storytime for me
- Stories
- Stories--Mighty stories
- Starfall
- Magic Keys--stories for different ages
- Ivy Joy Fables
- MeeGenius
- Interactive storybook collection
- ZooBurst--create pop up stories (log-in)
Finish class with reading.As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
KidPix Holiday Card
Week of December 3rd-10thLesson 12-13 from workbook
Done? Go to some of the holiday websites listed under Lesson 11
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Greetings
Week of Nov. 19-26thLesson 11 from workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items in textbook so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster.
Holiday Greetings
Week of Nov. 12thLesson 10 from workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items in textbook so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster.
Fills
Week of Nov. 5thLesson 9 from workbook
- Remind students what 'tools' and 'toolbars' mean.
- Go to the 'paint bucket fill' tool. We'll work with that today.
- Model how this works
- bring up a coloring book page in KidPix or be prepared with a free copy you found on the internet students can bring into their art program
- show students how to select a fill bucket from the three, select the fill from the toolbar, pour it in and it stays between the lines
- Model one paint bucket at a time. Model, have students practice. Then model the next one.
- #1: use one color and different textures (see sample on pg. 30)
- #2: crazy stuff--rainbows!
- #3: encourage students to be as realistic as possible with this one
- Have students pick the fill the most like, pick a color-me background, complete their drawing
- Add their name; export and print
- Ask students why we are exporting. Remind them of the end-of-year slideshow where they will share all of their work with their parents at Open House
- Done early? Either circle back on letter websites to support classroom discussion or have students practice keyboard skills with installed software or Brown Bear
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Explore the Internet
Week of Oct. 29thLesson 8 from workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Explore Google Earth
Week of Oct. 22ndLesson 7 from workbook
Google Earth--Find each of these American symbols (be sure 3d buildings are selected). Demo how to find a symbol.
Start with the White House. This one has 3D buildings, and has 'Look Inside' with the Street View guy. Bring up the White house and show students how to drop the Street View guy into the building and then tour the White house.
Next do these three or others students have visited during their class time:
- Statue of Liberty
- Pentagon
- Washington monument
Those who finish can have free time on Google EarthAs you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Halloween Greetings
Week of Oct. 15thLesson 6 from workbook
- When I only have one week for a 1st grade project, I start with the project, follow up with a second activity (like keyboarding) for those who have time.
- Open KidPix or other drawing program with minimal adult assistance
- ABC tool; use font size 72, caps lock. Show students how to select a Halloween color
- Write a short letter to parents (see example in text on pg. 24). Follow class rules for letter writing:
- greeting
- body
- closing
- Add 5 stamps (remember this skill from last year?) for Halloween. Why 5? Students like putting dozens if not limited!
- Extra: Add student name with dog alphabet (remember last week?)
- Export--explain why they export. This provides an opportunity to chat about the end-of-year project that will be a slideshow of all student drawings
Done? Go to a website on the class internet start page (students should get there on their own) that ties into class discussion, i.e.,As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Software
Week of October 8thLesson 5 from workbook
Practice keyboarding using whichever keyboarding program you have at your school. Make a point of pointing out whether it's 'software' or 'online'.
- Watch for good habits--feet in front, elbows at sides
- Have students keep keyboard in front with mouse at side
Review parts of the computer as a circle back on earlier lessonsDiscuss the difference between 'software' and 'online programs'
- What's that mean?
- What software do students have at home?
- Which sites to they visit online? (i.e., Lego.com, etc)
- What's the difference?
Visit a software program you have on the lab computers (the text uses 'Thinkin' Things').As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Symbols
Week of Sept. 24th-October 1stLesson 3-4 from workbook
Review care of computer
KidPix (or the free TuxPaint or Kerpoof)
Extra: revisit mouse websites (see below)
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Mouse Skills
Week of September 17thLesson 2 from workbook
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Technology Intro
Week of September 10thLesson 1 from workbook
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
Memorial Day Card
Week of May 21stOr Lesson 29 in workbook
Book cover
Week of May 7th-14thLesson 28 in workbook
1. KidPix—fantasy background
2. practice slideshow for Open House=
Slideshow
MindMapping
Week of April 23rd-30th, 2012or Lesson 14-15 in workbook (reading stories on the internet)
Review how to run slideshows of student pictures using Windows
- use 'start button', 'computer', go to network drive, select student file
- Now select 'slide show' from toolbar at top
Brainstorm as a group (using class SmartBoard or screen) to support fairy tale unit being discussed in class- Put Bubbl.us or iMindMap on screen
- Put 'Fairy Tales' in the middle bubble
- have students share fairy tales they've read in class. Add those as bubbles
- have students take each fairy tale and add details--characters, setting, ending. Add those as child bubbles
- save image with screen shot
- Here's how far we got the first week:
imindmap.png
Open KidPixColoring Book in KP
Week of April 16thLesson 9 in workbook
Have students make up any pictures they are missing for Open House slideshow
Have students practice showing their pictures in a slideshow format for parents
- Start button, Computers
- Drill down to their file folder
- Double click one of their pictures
- Select the slideshow button at the bottom
Show students how to use the Color Me background in KidPix to create pictures.Easter Greeting
Week April 2ndLesson 26 in workbook
Open House Project
Week of March 19th, 26thLesson 23 in workbook
St. Pat's Day Card in KidPix
Week of March 5th-12thLesson 22 in workbook
1. St. Pat's Day Card
Finished? Go to Brown Bear Typing (first week only)
Go to Greek-Roman websites (second week)
- Pharoah's Tomb
- Starfall Greek Myths
- Winged Sandals
- Egyptians Madlibs
Done? Go to Math WebsitesPaint Brush Tool--KidPix
Week of Feb. 13th, 27thLesson 19-20 from workbook
1. KidPix—This is my Family--export
- export for Open House movie
2. view rainforest videos from internet start page3. Done? TTL Jr or Brown Bear Typing
KidPix Tools/Toolbars
Week of Jan. 30th-Feb. 6thLesson 18 from workbook
1. KidPix—valentine card –pg. 36 of workbook
2. TTL 4
3. Go to our class start page and play
- Groundhog Day Song
- Groundhog Day
Done? HangmanKidPix
Week of Jan. 16th-Jan. 23rdLesson 16-17 from workbook
1. KidPix--first of four Open House pictures for a slideshow. Practice today; export next weekPICTURES
Done? practice TTL Jr.
Done?
Where I Live
Week of Jan. 1st--Jan. 8thLesson #21 from workbook
Classroom Floorplan
Holiday sites
Week of Dec. 12thor Lesson 8 from workbook
KidPix Holiday Card
Week of Nov. 28th-December 5thLesson 12-13 from workbook
Other cards students can make, using shapes:
KidPix Holiday Card
Week of Nov. 7th-14thLesson 10 from workbook
Rainforest
Week of October 31stLesson 18 from workbook
Halloween Project
Week of Oct. 17th-24thor Lesson 6 from workbook
- Draw a Halloween symbol in KidPix
- Use paint brush
- Segment the symbol
- Fill each segment with a different fill from Paint Bucket #1 (be sure to match the colors)
- Add HAPPY HALLOWEEN with ABC tool
- Add five stickers from 'Scary'
- Add your name with dog alphabet
- Does it look like this:
Done? Go toGoogle Earth
Week of Oct. 10thLesson 7 from workbook
Google Earth--Find each of these American symbols (be sure 3d buildings are selected): (demo first)
- a. White House
- b. Statue of Liberty
- c. Pentagon
- d. Washington monument
Free time on Google EarthAmerican Symbols
Week of Sept. 26th-Oct. 3rdLesson 3, 4 from workbook
1. TTLJr
- Correct posture
- both hands on keyboard, homerow
2. KidPix3. Mouse websites (see below)
Mouse Intro
Week of September 19thLesson 1, 5 from workbook
Technology Intro
Week of September 12thLesson 1, 5 from workbook
Memorial Day Card
Week of May 23rdOr Lesson 29 in workbook
Book cover
Week of May 9th-16thLesson 28 in workbook
1. KidPix—fantasy background
2. practice slideshow for Open House=
KidPix Review=
Week of May 2ndLesson 30 in workbook
Students reviewed KidPix skills by creating a Mother's Day card using the skills they've learned throughout the year. Student were challenged to use only the skills they could remember, without teacher assistance.
Those who finished could go to any of the following websites to support classroom inquiry into story telling:
1. Aesop’s Fables
2. Aesop Fables—no ads
3. Badguy Patrol
4. Childhood Stories
5. Classic Fairy Tales
6. Fairy Tales and Fables
7. Make Your Story
8. Make your own Story
9. Make your story a newspaper clipping
10. Make another story
11. Mighty Book
12. Stories—Signed
13. Stories to read
14. Stories to read for youngsters
15. [[file:///K:/Writing Files/Computer book/pbskids.org/arthur/|Stories to read from PBS kids]]
16. Stories to read—International Library
17. Stories to read -- Starfall
18. Storybook Maker
19. Storytime for me
Web-based Madlibs
Online Story Sites
Week April 25thLesson 27 in workbook
Visit these story websites:
- Stories for children
- Stories from PBS
Stories to readStories to read -- more
Stories to read—International Library
Talking Pets
=
=
Easter Greeting
Week April 18thLesson 26 in workbook
- Those who finish, practice slideshow for open house
- Those who finish, go to Everyday Math Online
==
Coloring Book in KP
Week of April 11thor Lesson 14-15 in workbook
Have students practice showing their pictures in a slideshow format for parents- Start button, Computers
- Drill down to their file folder
- Double click one of their pictures
- Select the slideshow button at the bottom
Show students how to use the Color Me background in KidPix to create pictures.Easter Greeting
Week March 28thLesson 26 in workbook
- Those who finish, free time on KidPix
==
Open House Project
Week of March 21stLesson 23 in workbook
- Those who finish go to Brown Bear Typing; continue until you get a score of 20.
- Those who finish, go to Starfall Greek Myths or Winged Sandals for stories and games
==
St. Pat's Day Card in KidPix
Week of March 8th-15th
Or Lesson 22 in workbook
1. St. Pat's Day Card
Finished? Go to Starfall Greek Myths
=
=
Open House project
Week of Feb. 28th-March 7thFollow directions below or use Lesson 5 (using new software) in workbook
1. KidPix—This is where I live
2. TTL 4
3. Everyday Math Online
KidPix Tools/Toolbars
Week of Jan. 31st-Feb. 14thLesson 18 from workbook
1. KidPix—valentine card –pg. 36 of workbook
2. TTL 4
3. Go to our class start page and play Hangman
Paint Brush Tool--KidPix
Week of Jan. 24th-31stLesson 19-20 from workbook
1. KidPix—This is my Family--export
- export for Open House movie
2. TTL 43. Everyday Math Online
Rainforest
Week of Jan. 17thLesson 18 from workbook
KidPix
Week of Jan. 3rd-Jan. 10thLesson 16-17 from workbook
1. KidPix--first of four Open House pictures for a slideshow
2. TTL 4--introduce new typing program
3. Done? Go to math websites on internet start page
KidPix Holiday Card
Week of Dec. 6thLesson 12-13 from workbook
Other cards students can make, using shapes:
2. Norad Santawhen done (Only available during December)
KidPix Holiday Card
Week of Nov. 15thLesson 10 from workbook
- practice keyboard skills on TTL Jr.
- Finished? Free time on Starfall.com
=Architecture--floorplans
Week of Nov. 8thor Lesson 8 from workbook (intro to the internet)
- save and print
- Finished? go to TTL Jr. for keyboard practice
==
Open House Kidpix drawing
Week of Nov. 1stLesson 6 from workbook
- Finished? Go to Big Brown Bear Typing and practice keyboard skills
==
Halloween Greeting
Online Letters
Week of Oct. 11th - Oct. 25thor Lesson 6 from workbook
==
Google Earth
Week of October 4thLesson 7 from workbook
1. TTLJr
2. Google Earth--Find each of these American symbols (be sure 3d buildings are selected): (demo first)
American Symbols
Week of Sept. 20th-27thLesson 3, 4 from workbook
1. TTLJr
- Correct posture
- both hands on keyboard, homerow
2. KidPix3. Starter links on start page or any of the story websites
Technology Intro
Week of September 13thLesson 1, 5 from workbook
Memorial Day Greeting
Week of May 17thSee Lab Toolkit VI for example
1. TTL4 or Dance Mat Typing or Brown Bear Typing
2. KidPix--Memorial Day card--practice
Fantasy Picture
Week of May 10thLesson 28 in workbook
1. KidPix—fantasy picture
- a. Use paint brush or pencil
- b. add text
- c. save and print
2. practice slideshow for Open House3. TTL4 or Dance Mat Typing
Book Cover again
Windows slideshow
Week of May 10thLesson 28 in workbook
1. KidPix—fantasy picture
a. Use paint brush or pencil
b. add text
c. save and print
2. practice slideshow for Open House
3. TTL4
Book cover
Week of May 3rdLesson 28 in workbook
1. KidPix—fantasy background
2. practice slideshow for Open House
3. KidPix
Windows Slideshow
Week of April 26thLesson 24 in workbook
Greek Myths/Fables
Week of April 19thor Lesson 22 in workbook
Reading Online
Week April 12thor Lesson 21 in workbook
1. TTL4 for those who finish, or
- Dance Mat Typing
- Typing Web
2. Read from internet start page- a. Fables
- b. Starfall Greek Myths
3. Those who finish, go to Everyday Math OnlineEaster Greeting
Week March 29thLesson 26 in workbook
Open House Project
Week of March 22ndLesson 23 in workbook
Math Online
Open House project
Week of March 15thFollow directions below or use Lesson 5 (using new software) in workbook
1. KidPix—This is where I live
2. TTL 4
3. Everyday Math Online
Open House project
Week of March 1st-8thLesson 19-20 in workbook
1. KidPix—This is my Family--export
2. TTL 4
3. Everyday Math Online
Drag-anddrop Skills
Architecture
Week of Feb. 22ndOr use Lesson 11-12 (St. Patrick's Day greeting in Publisher) in workbook
1. TTL 4
2. Create a classroom layout
3. drag-and-drop skills
4. Everyday Math Online
Valentine Greeting
Week of Feb. 8-15thLesson 18 from workbook
1. KidPix—valentine card –pg. 36 of workbook
2. TTL 4
3. Everyday Math Online
4. Done? Go to math websites on internet start page
Rainforest picture
Week of Feb. 1stLesson 18 from workbook
1. KidPix2. TTL 4
3. Everyday Math Online
4. Done? Go to math websites on internet start page
Open House KidPix Project
Week of Jan. 25thLesson 16-17 from workbook
1. KidPix
2. TTL 4
3. Everyday Math Online
4. Done? Go to math websites on internet start page
Math Online
Reading Online
Week of Jan. 11-18thLesson 15 from workbook
1. TTL 4
2. Everyday Math Online
3. Done? Go to math websites on internet start page
4. Go to reading and story websites on the internet, or...
Math Online
Week of Jan. 4thLesson 14 from workbook
1. TTL Jr.
2. Everyday Math Online
3. Done? Go to math websites on internet start page
4. Go to Starfall for reading practice
Shapes for Holidays
Week of Dec. 7-21Lesson 12-13 in workbook
1. KidPix holiday card (not Ochs, Eshleman)
Other cards students can make, using shapes:
2. Norad Santawhen done (Only available during December)
Paint Bucket Fills
Week of Nov. 30thLesson 9 from workbook
1. TTLJr
2. Brown Bear Typing
3. KidPix--use the coloring book to learn paint bucket fills
4. internet
Writing Sentences
Week of Nov. 9th--16thLesson 10 from workbook
1. TTLJr
2. KidPix—practice Thanksgiving card
I am thankful for...
3. internet
Online Keyboarding
Letters
Week of Nov. 2ndLesson 8 from workbook
1. TTLJr
2. Big Brown Bear typing
3. Done? Go to Benbo’s Zoo on start page
Holiday Greeting in KP
Week of Oct. 19th-26thLesson 6 from workbook
1. TTLJr
2. KidPix--export and print
Tech Introduction
Week of September 14thLesson 2 from workbook
1. go to TTLJr
2. review parts of mouse
3. Go to Internet start page—mouse skills
4. go to math websites, Starfall
5. Introduce KidPix--brushes for next week's project